VESPA is a research driven model. We continue to undertake several key pieces of research in the field of student mindset in schools across the UK.
TheVESPAresearch lab was set-up in 2016 to produce high-quality and where possible, independent research and insights to inform the development of the framework, the VESPApsychometric and the tool kit.
We have a number of active research projects and aim to provide schools and colleges with a research informed approach.
Below is a selection of research project that have used the VESPA approach.
RESEARCH PROJECTS
Effect and Impact of the VESPA programme in Humanities and Social Sciences , 2022-23
Key outcomes and project impact:
- The effort challenge has had a significant positive impact,
- Year 12 students show the highest impact.
- Year 10 students show a modest impact
- The quality of study strategy has improved with the inclusion of more skills and feedback-based study
- The data reveals that many students are not putting in the expected level of effort for this time of year, indicating the need for further work.
Read more
Effects of a 6 Month Programme to Develop Students’ Confidence in Independent Learning, 2019-20
Key outcomes and project impact:
Increase in students’ confidence towards A Level standards
Increase in students’ confidence towards understanding what independent work is and how to complete it successfully
Increase in students’ confidence to use their free time effectively
Increase in students’ feeling of being supported by the school
Increase in teachers’ confidence about what students need to help them
Read more
Developing Non-Cognitive Attributes in A Level Students, 2019
Key outcomes:
Data analysis shows that students with the non-cognitive attributes that support learning do well, whilst those who lack these do not perform so well. Early analysis of the programme suggests that it is effective in increasing these attributes, which should lead to positive academic outcomes.
Read more
The Impact and use of the VESPA Programme at Post 16, 2019
"Implementing the VESPA system has helped us keep improving and our sixth form results now rank in the top 5% of UK Alps schools and colleges."
Read more
The impact of the VESPA Programme on high performing students, 2018
Key outcomes and project impact:
the implementation of the VESPA focus had a significant impact on students’ mindsets
Focused student VESPA launches gave clarity to the programme, and subsequent assemblies focused on specific aspects of VESPA engaged students well.independent work is and how to complete it successfully
A Form Period is an ideal time to devote to VESPA, but the enthusiasm of the tutor is vital.
The post-test individual feedback reports provide an excellent basis for coaching conversations and are largely valued by students.
Read more
The impact of Systems and Practice on Improved outcomes for learners. 2018-19
Key outcomes:
"In the short time available we worked with two English cohorts on VESPA (vision, effort, systems, practice and attitude) by embracing Oakes and Griffin’s suggested activities. The two groups who experienced this different focus in teaching did remarkably well and we saw a significant improvement in progress."
Read more
Current Projects
Welsh Schools Projects:
We are delighted to be providing training for all school 6th forms in
Wales. In addition, we are currently in the process of delivering a project to support Wales’ brightest students across KS2 to KS5 achieve their full academic potential and support their education pathway into leading universities in Wales, the UK, and overseas.
European League for Middle Level Education:
It’s been a real honour to have theopportunity to be working with ELMLE and we are looking forward to presenting at theirvirtual international conference this year to provide an overview of the future VESPAproject.
Read more
WHAT THE RESEARCH COMMUNITY ARE SAYING ABOUT VESPA....
The A Level Mindset has successfully integrated research and practice into an excellent user guide. It will be a valuable resource for students, teachers, parents and carers. The tools and techniques described are both workable and relevant."
Professor Peter Clough
Oakes and Griffin have produced a remarkable resource that offers a significant guide to enhancing teaching and learning at A level, but with implications beyond years 12 and 13. They have developed a coherent strategy to empower student understanding and help them become confident self-managing and self-aware learners."
Professor Johnathan West-Burnham
"Steve Oakes and Martin Griffin have carefully drawn on research evidence and combined this with their extensive practical knowledge to create an informative guide for teachers, parents and students."
Professor Cathy Lewin
© 2020 VESPA ACADEMY All rights reserved.
